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Conflict‐Resolution Training and Middle School Students' Integrative Negotiation Behavior
Author(s) -
Dudley Bruce S.,
Johnson David W.,
Johnson Roger T.
Publication year - 1996
Publication title -
journal of applied social psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.822
H-Index - 111
eISSN - 1559-1816
pISSN - 0021-9029
DOI - 10.1111/j.1559-1816.1996.tb01786.x
Subject(s) - negotiation , psychology , conflict resolution , distributive property , mediation , social psychology , training (meteorology) , middle level , applied psychology , political science , work (physics) , physics , mathematics , meteorology , pure mathematics , law , mechanical engineering , engineering
This study examined the impact of conflict‐resolution training on students' use of distributive and integrative negotiating procedures. In a midwestern, suburban middle school, 176 students (grades 6 through 9) participated in the study. Students were placed in a negotiation situation involving the buying and selling of commodities in which they could adopt a distributive (maximize own outcomes) or an integrative (maximize joint outcomes) negotiation approach. There were no significant differences between males and females or among students in the 6th, 7th, 8th, and 9th grades. The results of this study indicated that conflict‐resolution and peer‐mediation training resulted in the middle school students increasing their use of integrative negotiations and the positiveness of students' attitudes toward conflict.